“I call it frost.” Features of scientific social language during inquiry-based learning on the particulate nature of matter

Unni Eikeseth,Kristin Elisabeth Haugstad

doi:10.5617/nordina.7109

Abstract

The particulate nature of matter (PNM) is central to learning science and is a difficult concept for both children and adults. The purpose of this study is to examine how teaching materials from an integrated science and literacy curriculum on the PNM affects communication between pre-service teachers. We were especially interested in examining communication during an activity phase and whether and how participants used PNM models. The interactions between participants were recorded with headcams and analysed using a framework developed by Mortimer and Scott in 2003. The findings revealed that the participants mainly described what they observed directly using scientific words and concepts, but they did not necessarily use PNM models or theoretical knowledge spontaneously. Research indicates that the ability to use knowledge at a theoretical level is key to understanding chemical concepts, so our study underscores the importance of explicitly asking participants to use models and theoretical knowledge.

Highlights

The particulate nature of matter (PNM) is a central concept necessary for understanding several fundamental topics in science (Tsaparlis & Sevian, 2013)
Some studies have reported that many pre-service teachers (PSTs) have an insufficient understanding of the PNM (e.g., Håland, 2010; Valanides, 2000), which may undermine the comprehension of the PNM in future student generations (Yip, 1998)
We investigated whether an inquiry-based approach could provide the support PSTs needed to practice scientific social language and talk about matter on a microscopic level and/or use scientific models concerning the PNM

Summary

Introduction

The particulate nature of matter (PNM) is a central concept necessary for understanding several fundamental topics in science (Tsaparlis & Sevian, 2013). Some studies have reported that many pre-service teachers (PSTs) have an insufficient understanding of the PNM (e.g., Håland, 2010; Valanides, 2000), which may undermine the comprehension of the PNM in future student generations (Yip, 1998). Studies have indicated that inquiry-based approaches enhance understanding by providing rich opportunities for reflection and talk (Cervetti, Barber, Dorph, Pearson, & Goldsmith, 2012), so such methods may enhance PST education on the PNM. “I call it frost”: Features of scientific social language during inquiry-based learning. A study by Chittleborough and Treagust (2007) indicated that students’ understanding of chemical concepts is influenced by their abilities to use and interpret chemical models. Communication between pre-service science teachers during an inquiry-based activity was analysed to explore how students used models of PNM and a theoretical level of knowledge

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Discussion

Conclusion